After reading The Son of the Yang Family , what kind of story does The Son of the Yang Family tel

"The Son of Yang's Trapped Yuyuan" tells the story of a smart nine-year-old boy in a family surnamed Yang in Liang State.

Original text: Liang Guoyang's son is nine years old and very smart. Kong Jun said to his father, but his father was not there, but he called out his son. In order to set the fruit, the fruit has bayberry. Kong pointed to Shi'er and said: "This is the fruit of the Jun family." The son replied, "I have not heard that the peacock is the master's poultry." ”

Translation: In the family of Liang Guo's surname Yang Demorang, there is a son who is nine years old this year and is very smart. One day, Kong Junping came to visit his father, and it happened that his father was not at home, so Kong Junping called the child out.

The child brought fruit to Kong Junping, and there was bayberry among the fruits. Kong Junping pointed to the bayberry and showed it to the child and said, "This is your family's fruit."

The child immediately: "I have never heard of the peacock being your wang-state bird, sir." ”

The Son of the Yang Family is selected from Liu Yiqing's "Shishuo Xinyu Language" by Liu Yiqing of the Southern Dynasty, which is a book that mainly records the gossip anecdotes of the scholar class from the late Han Dynasty to the Jin Dynasty. This article tells the story of a nine-year-old boy in the family of Liang Guo, surnamed Yang.

The storyline is simple, the language is humorous, and it is full of fun. The article teaches us to learn to improvise, think twice, and solve problems with wisdom and courage.

Reading the ancient text "The Son of Yang" made me very aware and understanding.

This article mainly talks about the fact that the son surnamed Yang in Liang is 9 years old and very smart.

One day, Kong Junping came to find his father, his father happened to be not at home, and his father was not there, so he called Yang's son out, and Yang asked his son to set up fruits for Kong Junping, and the fruits had bayberry. Later, Kong Junping pointed to the bayberry and showed him and said, "This brigade is not your bayberry."

Yang Zidao said: "I haven't heard that the peacock is your bird, sir. "From this article, I also deeply realized the meaning of ancient and modern words, including the meaning of words, which is equivalent to our modern meaning.

Also, it also made me feel that Kong Junping came to Yang's words and said, "This is the fruit of the Jun family." "But the Yang family will be in Kong Junping.

In the dialogue, the surname is written in the surname, and "peacock" thinks "hole". And he said, "I have not heard that the peacock is the master's fowl."

Kong Jun leveled his father, but his father was not there, but he called out his son. In order to set the fruit, the fruit has bayberry. Kong pointed to show that he said:

This is Junjiaguo. The son replied, "I have not heard that the peacock is the master's poultry."

From this article, I feel that I will learn more from Yang Shizi in the future.

The Son of the Yang Family is selected from Liu Yiqing's "Shishuo Xinyu" by Liu Yiqing of the Southern Dynasty, which is a book that mainly records the anecdotes of the scholar class from the late Han Dynasty to the Jin Dynasty. The article is short, simple, and humorous, and mainly tells the story of a nine-year-old boy in the family of Liang Guo's surname Yang. This is a classical Chinese text, which is also the first time that students feel the language style of classical Chinese.

The teaching goal of this lesson is to master new words, guide students to read the text fluently, read through sentences, understand the meaning of the text, and experience the humor and wit of the characters' language. Focusing on this goal, I determined that "understanding the meaning of classical Chinese and understanding the milling and rolling of the son of the Yang family" was set as the most difficult point in teaching, and I started from these aspects when teaching

1. Stimulate interest and eliminate fear of difficulties.

Students are exposed to ancient texts for the first time, and their psychology is full of curiosity, combined with this psychological characteristic of students, when introducing, I introduce famous quotes about language, stimulate students' interest, and let children perceive the art of language. When solving the problem, I asked the students to compare the differences between today's text and the texts they usually learned, so as to lead to classical Chinese, so that the students felt a sense of novelty and closeness.

2. Promote understanding through reading and experience the charm of language.

To learn ancient texts, reading is the most difficult and the most important, saying that it is difficult because it is not easy to read, and saying that it is important because only by reading can students understand and experience the charm of ancient texts. Therefore, in the perceptual part of the text, I ask the students to read the book according to the procedure of reading through the text, reading the text well, and understanding the text. When I entered the second part of "reading", I quoted the famous sentence "Read a book a hundred times, and its meaning will be seen by itself", so that students can pay attention to the reading of language; When teaching, first let the students repeat the recitation, read the words accurately, and read the sentences smoothly.

On the basis of the students' smooth reading, I told the children the correct way to read: when reading ancient texts, they should pay attention to pauses and read rhythms. The teacher will read it by example, and focus on the fourth sentence "Confucius finger to show the child" and the fifth sentence "The unheard peacock is the master's poultry" two difficult places to guide the reading, and then guide the students to divide the rhythm of the article by themselves, and the students will read while scratching, and devote themselves to the study of the text.

In this way, the students read a little charming, and they are blind and late. After understanding the meaning of the article, I asked the students to read it with understanding, and I felt that the students were reading better and better.

After teaching this lesson, I feel that there are still many things to be desired:

1. Because it is the first ancient text in primary school, when I teach, I don't have a good grasp of the degree of liberalization, and I don't let go of some places where I should let go, and I have a strong sense of controlling the classroom.

2. Due to the time relationship, some links have also been adjusted and abandoned, such as storytelling, and there is no attention to the divergent thinking of students.